Effects of ChatGPT-instruction on text comprehension and user experience

Abstract

The study aims to address how to instruct students to comprehend difficult expository texts with ChatGPT for global coherence formation and application of knowledge to new contexts. This question is investigated by developing and testing an instructional setting to help students to engage with AI tools in a self-regulated, critical and targeted way. The following research questions are analyzed: (1) How does guided instruction in the critical use of ChatGPT impact students’ reading comprehension (global coherence) and application of knowledge (the latter has to be managed without ChatGPT)? How effective is the instruction for weaker students with low reading competence/low prior knowledge and for stronger students (ATI-effects)? How does guided instruction in the critical use of AI tools impact students’ user experience during the interaction with ChatGPT?